SALUTOGENIC COPING RESOURCES FOR ELEMENTARY SCHOOL TEACHERS IN THE PURSUIT OF MENTAL HEALTH
DOI:
https://doi.org/10.4025/imagenseduc.v15i4.73023Keywords:
Faculty; Mental Health; Health Promotion; Sense of CoherenceAbstract
Teaching has undergone constant changes that contribute to the deterioration of teachers' health. A focus on protective health factors capable of promoting mental health was proposed by Aaron Antonovsky, called Salutogenesis. Based on salutogenesis, this cross-sectional, applied study, with a mixed approach and exploratory and descriptive methodological objectives, identified the main salutogenic resources that teachers have in the pursuit of mental health. Semi-structured interviews, a sociodemographic questionnaire, and the Sense of Coherence Scale (SOC 13) were administered to 25 elementary school teachers in the municipality of Sapezal/MT. The majority of the sample consisted of women. Most had a high sense of coherence and a little more than half worked in two shifts. It was found that the main resources known by teachers for health promotion were physical activity, religion, family, and psychotherapy. It was concluded that, although teachers know salutogenic strategies for strengthening health and coping with adversities in teaching, there is difficulty in putting such health promotion resources into practice. Therefore, an emphasis on health literacy and a greater debate on factors that promote health is necessary, whether through individual or collective health promotion strategies.
Keywords: Faculty; Mental Health; Health Promotion; Sense of Coherence
Downloads
Download data is not yet available.
References
Antonovsky, A. (1979). Health, stress, and coping. New perspectives on mental and physical well-being, 12–37.
Antonovsky, A. (1996). The salutogenic model as a theory to guide health promotion. Health Promotion International, 11(1), 11–18. https://doi.org/10.1093/heapro/11.1.11
Araújo, T. M. de, Pinho, P. de S., & Masson, M. L. V. (2019). Trabalho e saúde de professoras e professores no Brasil: Reflexões sobre trajetórias das investigações, avanços e desafios. Cadernos de Saúde Pública, 35(suppl 1), e00087318. https://doi.org/10.1590/0102-311x00087318
Asmundson, G. J. G., & Taylor, S. (2020). Coronaphobia: Fear and the 2019-nCoV outbreak. Journal of Anxiety Disorders, 70, 102196. https://doi.org/10.1016/j.janxdis.2020.102196
Bardin, L. (2016). Análise de conteúdo, Tradução Luis Antero Reto, Augusto Pinheiro (Vol. 70).
Becker, C. M., Glascoff, M. A., & Felts, W. M. (2010). Salutogenesis 30 Years Later: Where Do We Go from here?. International Electronic Journal of Health Education, 13, 25–32.
Boström, M., Björklund, C., Bergström, G., Nybergh, L., Schäfer Elinder, L., Stigmar, K., WÃ¥hlin, C., Jensen, I., & Kwak, L. (2019). Health and Work Environment among Female and Male Swedish Elementary School Teachers—A Cross-Sectional Study. International Journal of Environmental Research and Public Health, 17(1), 227. https://doi.org/10.3390/ijerph17010227
Cardoso, N. D. O., Tagliapietra, K. D. R., Salvador, E. Z., & Machado, W. D. L. (2023). Adherence to online psychotherapy during the COVID-19: A scoping review. Psico-USF, 28(1), 117–132. https://doi.org/10.1590/1413-82712023280110
Dantas, R. A. S., Silva, F. S. E., & Ciol, M. A. (2013). Psychometric properties of the Brazilian Portuguese versions of the 29- and 13-item scales of the Antonovsky’s Sense of Coherence (SOC-29 and SOC-13) evaluated in Brazilian cardiac patients. Journal of Clinical Nursing, 23(1–2), 156–165. https://doi.org/10.1111/jocn.12157
Deffaveri, M., Méa, C. P. D., & Ferreira, V. R. T. (2020). SINTOMAS DE ANSIEDADE E ESTRESSE EM PROFESSORES DE EDUCAÇÃO BÃSICA. Cadernos de Pesquisa, 50(177), 813–827. https://doi.org/10.1590/198053146952
Emeljanovas, A., Sabaliauskas, S., MežienÄ—, B., & Istomina, N. (2023). The relationships between teachers’ emotional health and stress coping. Frontiers in Psychology, 14, 1276431. https://doi.org/10.3389/fpsyg.2023.1276431
Eriksson, M., & Lindstrom, B. (2008). A salutogenic interpretation of the Ottawa Charter. Health Promotion International, 23(2), 190–199. https://doi.org/10.1093/heapro/dan014
Flores, J., Caqueo-Urízar, A., Escobar, M., & Irarrázaval, M. (2022). Well-Being and Mental Health in Teachers: The Life Impact of COVID-19. International Journal of Environmental Research and Public Health, 19(22), 15371. https://doi.org/10.3390/ijerph192215371
Freire, M. D. C. M., Sheiham, A., & Hardy, R. (2001). Adolescents’ sense of coherence, oral health status, and oral health-related behaviours: Adolescents’ oral health and sense of coherence. Community Dentistry and Oral Epidemiology, 29(3), 204–212. https://doi.org/10.1034/j.1600-0528.2001.290306.x
Gaino, L. V., Almeida, L. Y. D., Oliveira, J. L. D., Nievas, A. F., Saint-Arnault, D., & Souza, J. D. (2019). O papel do apoio social no adoecimento psíquico de mulheres. Revista Latino-Americana de Enfermagem, 27, e3157. https://doi.org/10.1590/1518-8345.2877.3157
Giménez-Nadal, J. I., Molina, J. A., & Velilla, J. (2019). Work time and well-being for workers at home: Evidence from the American Time Use Survey. International Journal of Manpower, 41(2), 184–206. https://doi.org/10.1108/IJM-04-2018-0134
Harding, S., Morris, R., Gunnell, D., Ford, T., Hollingworth, W., Tilling, K., Evans, R., Bell, S., Grey, J., Brockman, R., Campbell, R., Araya, R., Murphy, S., & Kidger, J. (2019). Is teachers’ mental health and wellbeing associated with students’ mental health and wellbeing? Journal of Affective Disorders, 242, 180–187. https://doi.org/10.1016/j.jad.2018.08.080
Idan, O., Eriksson, M., & Al-Yagon, M. (2022). Generalized Resistance Resources in the Salutogenic Model of Health. Em M. B. Mittelmark, G. F. Bauer, L. Vaandrager, J. M. Pelikan, S. Sagy, M. Eriksson, B. Lindström, & C. Meier Magistretti (Orgs.), The Handbook of Salutogenesis (p. 93–106). Springer International Publishing. https://doi.org/10.1007/978-3-030-79515-3_12
Jenny, G. J., Bauer, G. F., Vinje, H. F., Vogt, K., & Torp, S. (2017). The Application of Salutogenesis to Work. Em M. B. Mittelmark, S. Sagy, M. Eriksson, G. F. Bauer, J. M. Pelikan, B. Lindström, & G. A. Espnes (Orgs.), The Handbook of Salutogenesis (p. 197–210). Springer International Publishing. https://doi.org/10.1007/978-3-319-04600-6_20
Kovacs, B., Caplan, N., Grob, S., & King, M. (2021). Social Networks and Loneliness During the COVID-19 Pandemic. Socius: Sociological Research for a Dynamic World, 7, 237802312098525. https://doi.org/10.1177/2378023120985254
Lizana, P. A., Vega-Fernadez, G., Gomez-Bruton, A., Leyton, B., & Lera, L. (2021). Impact of the COVID-19 Pandemic on Teacher Quality of Life: A Longitudinal Study from before and during the Health Crisis. International Journal of Environmental Research and Public Health, 18(7), 3764. https://doi.org/10.3390/ijerph18073764
Loureiro, M. I.; Miranda, N.(2018). Promover a Saúde- dos fundamentos à acção. Editora Almedina, Portugal. ISBN-10. 9724043991
Lunde, L.-K., Fløvik, L., Christensen, J. O., Johannessen, H. A., Finne, L. B., Jørgensen, I. L., Mohr, B., & Vleeshouwers, J. (2022). The relationship between telework from home and employee health: A systematic review. BMC Public Health, 22(1), 47. https://doi.org/10.1186/s12889-021-12481-2
Martins, A. M., Soares, A. K. S., Arruda, G. O. D., & Baptista, C. J. (2023). Association between religion, mental health and social distancing during the COVID-19 pandemic. Psico-USF, 28(1), 79–90. https://doi.org/10.1590/1413-82712023280107
Melo, D. S. (2017). Características e Contradições das Cidades no Contexto do Agronegócio: Uma Análise das Cidades de Sapezal (MT) e Chapadão do Sul (MS). REVISTA GEOGRAFAR, 11(2), 41. https://doi.org/10.5380/geografar.v11i2.47319
Menegaldi-Silva, C., Hirdes, A., Yamaguchi, M. U., & Grossi-Milani, R. (2022). Saúde mental e recursos de enfrentamento em estudantes universitários brasileiros em tempos de pandemia. Avaliação: Revista da Avaliação da Educação Superior (Campinas), 27(3), 632–650. https://doi.org/10.1590/s1414-40772022000300013
Mittelmark, M. B., Bauer, G. F., Vaandrager, L., Pelikan, J. M., Sagy, S., Eriksson, M., Lindström, B., & Meier Magistretti, C. (2022). The handbook of salutogenesis.
Morais, É. A. H. D., Abreu, M. N. S., & Assunção, A. Ã. (2023). Autoavaliação de saúde e fatores relacionados ao trabalho dos professores da educação básica no Brasil. Ciência & Saúde Coletiva, 28(1), 209–222. https://doi.org/10.1590/1413-81232023281.07022022
Nascimento, E. M., Garcia, M. C., & Cornacchione, E. (2022). Accounting Faculty mental health: Coping strategies against stress,. Revista Contabilidade & Finanças, 33(88), 150–166. https://doi.org/10.1590/1808-057x202113960
Pereira, E. C. de C. S., Ramos, M. F. H., & Ramos, E. M. L. S. (2022). Síndrome de burnout e autoeficácia em professores de educação física. Revista Brasileira de Educação, 27, e270045. https://doi.org/10.1590/s1413-24782022270045
Pulgas, E. da S., & Santos, K. O. B. (2022). Agravos e incapacidades para o trabalho entre profissionais do ensino: Análise dos registros oficiais no Brasil. Cadernos Saúde Coletiva, 30(2), 285–296. https://doi.org/10.1590/1414-462x202230020400
Rabelo, D. F., & Pinto, J. M. (2023). Social support network, functional capacity and mental health in older adults. Psico-USF, 28(4), 767–781. https://doi.org/10.1590/1413-82712023280409
Sapezal. (2023). Portal da Transparência. https://transparencia.betha.cloud/#/bJ4SfNKnGzNAWTXTfRHgEQ==/consulta/66171
Silva, C. C. B. D., Molero, E. S. D. S., & Roman, M. D. (2016). A Interface entre Saúde e Educação: Percepções de educadores sobre educação inclusiva. Psicologia Escolar e Educacional, 20(1), 109–115. https://doi.org/10.1590/2175-353920150201934
Simões, E. C., & Cardoso, M. R. A. (2022). Violência contra professores da rede pública e esgotamento profissional. Ciência & Saúde Coletiva, 27(3), 1039–1048. https://doi.org/10.1590/1413-81232022273.28912020
Souza e Silva, N.S., Cabral Barbosa, R. E., Lemos Leão, L., Das Graças Pena, G., De Pinho, L., Almeida De Magalhães, T., Fagundes Silveira, M., Augusta Rosa Rossi-Barbosa, L., Ramos Veloso Silva, R., & Sant’Ana Haikal, D. (2021). Working conditions, lifestyle and mental health of Brazilian public-school teachers during the COVID-19 pandemic. Psychiatriki. https://doi.org/10.22365/jpsych.2021.045
Tessaro, M., Ceron Trevisol, M. T., & D´Aurea-Tardeli, D. (2023). ENTRE A EXPECTATIVA E A PRÃTICA DO PROFISSIONAL DA PSICOLOGIA NA ESCOLA. Psicologia em Estudo, 28. https://doi.org/10.4025/psicolestud.v28i0.53458
Antonovsky, A. (1996). The salutogenic model as a theory to guide health promotion. Health Promotion International, 11(1), 11–18. https://doi.org/10.1093/heapro/11.1.11
Araújo, T. M. de, Pinho, P. de S., & Masson, M. L. V. (2019). Trabalho e saúde de professoras e professores no Brasil: Reflexões sobre trajetórias das investigações, avanços e desafios. Cadernos de Saúde Pública, 35(suppl 1), e00087318. https://doi.org/10.1590/0102-311x00087318
Asmundson, G. J. G., & Taylor, S. (2020). Coronaphobia: Fear and the 2019-nCoV outbreak. Journal of Anxiety Disorders, 70, 102196. https://doi.org/10.1016/j.janxdis.2020.102196
Bardin, L. (2016). Análise de conteúdo, Tradução Luis Antero Reto, Augusto Pinheiro (Vol. 70).
Becker, C. M., Glascoff, M. A., & Felts, W. M. (2010). Salutogenesis 30 Years Later: Where Do We Go from here?. International Electronic Journal of Health Education, 13, 25–32.
Boström, M., Björklund, C., Bergström, G., Nybergh, L., Schäfer Elinder, L., Stigmar, K., WÃ¥hlin, C., Jensen, I., & Kwak, L. (2019). Health and Work Environment among Female and Male Swedish Elementary School Teachers—A Cross-Sectional Study. International Journal of Environmental Research and Public Health, 17(1), 227. https://doi.org/10.3390/ijerph17010227
Cardoso, N. D. O., Tagliapietra, K. D. R., Salvador, E. Z., & Machado, W. D. L. (2023). Adherence to online psychotherapy during the COVID-19: A scoping review. Psico-USF, 28(1), 117–132. https://doi.org/10.1590/1413-82712023280110
Dantas, R. A. S., Silva, F. S. E., & Ciol, M. A. (2013). Psychometric properties of the Brazilian Portuguese versions of the 29- and 13-item scales of the Antonovsky’s Sense of Coherence (SOC-29 and SOC-13) evaluated in Brazilian cardiac patients. Journal of Clinical Nursing, 23(1–2), 156–165. https://doi.org/10.1111/jocn.12157
Deffaveri, M., Méa, C. P. D., & Ferreira, V. R. T. (2020). SINTOMAS DE ANSIEDADE E ESTRESSE EM PROFESSORES DE EDUCAÇÃO BÃSICA. Cadernos de Pesquisa, 50(177), 813–827. https://doi.org/10.1590/198053146952
Emeljanovas, A., Sabaliauskas, S., MežienÄ—, B., & Istomina, N. (2023). The relationships between teachers’ emotional health and stress coping. Frontiers in Psychology, 14, 1276431. https://doi.org/10.3389/fpsyg.2023.1276431
Eriksson, M., & Lindstrom, B. (2008). A salutogenic interpretation of the Ottawa Charter. Health Promotion International, 23(2), 190–199. https://doi.org/10.1093/heapro/dan014
Flores, J., Caqueo-Urízar, A., Escobar, M., & Irarrázaval, M. (2022). Well-Being and Mental Health in Teachers: The Life Impact of COVID-19. International Journal of Environmental Research and Public Health, 19(22), 15371. https://doi.org/10.3390/ijerph192215371
Freire, M. D. C. M., Sheiham, A., & Hardy, R. (2001). Adolescents’ sense of coherence, oral health status, and oral health-related behaviours: Adolescents’ oral health and sense of coherence. Community Dentistry and Oral Epidemiology, 29(3), 204–212. https://doi.org/10.1034/j.1600-0528.2001.290306.x
Gaino, L. V., Almeida, L. Y. D., Oliveira, J. L. D., Nievas, A. F., Saint-Arnault, D., & Souza, J. D. (2019). O papel do apoio social no adoecimento psíquico de mulheres. Revista Latino-Americana de Enfermagem, 27, e3157. https://doi.org/10.1590/1518-8345.2877.3157
Giménez-Nadal, J. I., Molina, J. A., & Velilla, J. (2019). Work time and well-being for workers at home: Evidence from the American Time Use Survey. International Journal of Manpower, 41(2), 184–206. https://doi.org/10.1108/IJM-04-2018-0134
Harding, S., Morris, R., Gunnell, D., Ford, T., Hollingworth, W., Tilling, K., Evans, R., Bell, S., Grey, J., Brockman, R., Campbell, R., Araya, R., Murphy, S., & Kidger, J. (2019). Is teachers’ mental health and wellbeing associated with students’ mental health and wellbeing? Journal of Affective Disorders, 242, 180–187. https://doi.org/10.1016/j.jad.2018.08.080
Idan, O., Eriksson, M., & Al-Yagon, M. (2022). Generalized Resistance Resources in the Salutogenic Model of Health. Em M. B. Mittelmark, G. F. Bauer, L. Vaandrager, J. M. Pelikan, S. Sagy, M. Eriksson, B. Lindström, & C. Meier Magistretti (Orgs.), The Handbook of Salutogenesis (p. 93–106). Springer International Publishing. https://doi.org/10.1007/978-3-030-79515-3_12
Jenny, G. J., Bauer, G. F., Vinje, H. F., Vogt, K., & Torp, S. (2017). The Application of Salutogenesis to Work. Em M. B. Mittelmark, S. Sagy, M. Eriksson, G. F. Bauer, J. M. Pelikan, B. Lindström, & G. A. Espnes (Orgs.), The Handbook of Salutogenesis (p. 197–210). Springer International Publishing. https://doi.org/10.1007/978-3-319-04600-6_20
Kovacs, B., Caplan, N., Grob, S., & King, M. (2021). Social Networks and Loneliness During the COVID-19 Pandemic. Socius: Sociological Research for a Dynamic World, 7, 237802312098525. https://doi.org/10.1177/2378023120985254
Lizana, P. A., Vega-Fernadez, G., Gomez-Bruton, A., Leyton, B., & Lera, L. (2021). Impact of the COVID-19 Pandemic on Teacher Quality of Life: A Longitudinal Study from before and during the Health Crisis. International Journal of Environmental Research and Public Health, 18(7), 3764. https://doi.org/10.3390/ijerph18073764
Loureiro, M. I.; Miranda, N.(2018). Promover a Saúde- dos fundamentos à acção. Editora Almedina, Portugal. ISBN-10. 9724043991
Lunde, L.-K., Fløvik, L., Christensen, J. O., Johannessen, H. A., Finne, L. B., Jørgensen, I. L., Mohr, B., & Vleeshouwers, J. (2022). The relationship between telework from home and employee health: A systematic review. BMC Public Health, 22(1), 47. https://doi.org/10.1186/s12889-021-12481-2
Martins, A. M., Soares, A. K. S., Arruda, G. O. D., & Baptista, C. J. (2023). Association between religion, mental health and social distancing during the COVID-19 pandemic. Psico-USF, 28(1), 79–90. https://doi.org/10.1590/1413-82712023280107
Melo, D. S. (2017). Características e Contradições das Cidades no Contexto do Agronegócio: Uma Análise das Cidades de Sapezal (MT) e Chapadão do Sul (MS). REVISTA GEOGRAFAR, 11(2), 41. https://doi.org/10.5380/geografar.v11i2.47319
Menegaldi-Silva, C., Hirdes, A., Yamaguchi, M. U., & Grossi-Milani, R. (2022). Saúde mental e recursos de enfrentamento em estudantes universitários brasileiros em tempos de pandemia. Avaliação: Revista da Avaliação da Educação Superior (Campinas), 27(3), 632–650. https://doi.org/10.1590/s1414-40772022000300013
Mittelmark, M. B., Bauer, G. F., Vaandrager, L., Pelikan, J. M., Sagy, S., Eriksson, M., Lindström, B., & Meier Magistretti, C. (2022). The handbook of salutogenesis.
Morais, É. A. H. D., Abreu, M. N. S., & Assunção, A. Ã. (2023). Autoavaliação de saúde e fatores relacionados ao trabalho dos professores da educação básica no Brasil. Ciência & Saúde Coletiva, 28(1), 209–222. https://doi.org/10.1590/1413-81232023281.07022022
Nascimento, E. M., Garcia, M. C., & Cornacchione, E. (2022). Accounting Faculty mental health: Coping strategies against stress,. Revista Contabilidade & Finanças, 33(88), 150–166. https://doi.org/10.1590/1808-057x202113960
Pereira, E. C. de C. S., Ramos, M. F. H., & Ramos, E. M. L. S. (2022). Síndrome de burnout e autoeficácia em professores de educação física. Revista Brasileira de Educação, 27, e270045. https://doi.org/10.1590/s1413-24782022270045
Pulgas, E. da S., & Santos, K. O. B. (2022). Agravos e incapacidades para o trabalho entre profissionais do ensino: Análise dos registros oficiais no Brasil. Cadernos Saúde Coletiva, 30(2), 285–296. https://doi.org/10.1590/1414-462x202230020400
Rabelo, D. F., & Pinto, J. M. (2023). Social support network, functional capacity and mental health in older adults. Psico-USF, 28(4), 767–781. https://doi.org/10.1590/1413-82712023280409
Sapezal. (2023). Portal da Transparência. https://transparencia.betha.cloud/#/bJ4SfNKnGzNAWTXTfRHgEQ==/consulta/66171
Silva, C. C. B. D., Molero, E. S. D. S., & Roman, M. D. (2016). A Interface entre Saúde e Educação: Percepções de educadores sobre educação inclusiva. Psicologia Escolar e Educacional, 20(1), 109–115. https://doi.org/10.1590/2175-353920150201934
Simões, E. C., & Cardoso, M. R. A. (2022). Violência contra professores da rede pública e esgotamento profissional. Ciência & Saúde Coletiva, 27(3), 1039–1048. https://doi.org/10.1590/1413-81232022273.28912020
Souza e Silva, N.S., Cabral Barbosa, R. E., Lemos Leão, L., Das Graças Pena, G., De Pinho, L., Almeida De Magalhães, T., Fagundes Silveira, M., Augusta Rosa Rossi-Barbosa, L., Ramos Veloso Silva, R., & Sant’Ana Haikal, D. (2021). Working conditions, lifestyle and mental health of Brazilian public-school teachers during the COVID-19 pandemic. Psychiatriki. https://doi.org/10.22365/jpsych.2021.045
Tessaro, M., Ceron Trevisol, M. T., & D´Aurea-Tardeli, D. (2023). ENTRE A EXPECTATIVA E A PRÃTICA DO PROFISSIONAL DA PSICOLOGIA NA ESCOLA. Psicologia em Estudo, 28. https://doi.org/10.4025/psicolestud.v28i0.53458
Downloads
Published
2025-12-22
Issue
Section
Políticas Públicas e Gestão Educacional
License
DECLARATION OF ORIGINALITY AND CESSATION OF COPYRIGHT
I Declare that current article is original and has not been submitted for publication, in part or in whole, to any other national or international journal. I also declare that once published in the Imagens da Educação, a publication of the IES (UEM, UEL, UFSM, Univali, Unioeste and UEPG), it will not be submitted by me or by any co-author to any other journal. In my name and in the name of co-authors, I shall cede the copyright of the above mentioned article to the Universidade Estadual de Maringá and I declare that I know that the non-observance of this norm may make me liable for the penalties contemplated in the Law for the Protection of Authors' Rights (Act 9609 of the 19th February 1998).
How to Cite
Dorta, A. D. ., Bolsonello, J. ., Grossi-Milani, R. ., & Macuch, R. da S. . . (2025). SALUTOGENIC COPING RESOURCES FOR ELEMENTARY SCHOOL TEACHERS IN THE PURSUIT OF MENTAL HEALTH. Imagens Da Educação , 15(4), 143-164. https://doi.org/10.4025/imagenseduc.v15i4.73023
